The Postnatal

Period
Ms. Abegail R. Abalos
Conditions Influencing Adjustment to Postnatal Life
1. Prenatal Environment
2. Kinds of Birth
• Natural or Spontaneous Birth
• Breech Birth
• Transverse Birth
• Instrument Birth
• Caesarian Birth
 Infancy
Period
Mrs. Jumelyn Ann
Jacob - Alarcio
What is INFANCY?
 The period of the newborn.
 The early period of existence as an
individual.
 The first period of life.

INFANT
 An individual under infancy
 A young child
1. Infancy is the Shortest of all Developmental
Periods

The time when the fetus must adjust to life outside

the uterine walls of the mother where it has lived for
approximately 9 months.
 2. Infancy is a Time of Radical Adjustments
Birth is merely an interruption of the developmental pattern that
started at the moment of conception
Graduation from internal to an external environment. Like all
graduations, it requires adjustment or the individuals part
Temperature changes
Breathing
Sucking and swallowing
Elimination
 3. Infancy is Plateau of Development

• Growth and development suddenly stops at birth

• Slight regression, such as loss of weight, tendency to be
less strong & healthy than at birth
• Due to necessity for making radical adjustments
3. Experiences Associated with Birth
 Mother’s medication during birth process
 Ease or difficulty with which infants starts to breathe

4. Length of Gestation Period

Premature
Post mature
 4. Infancy is a Preview of Later
Development

“Like a preface of a book”

A rough draft undergoing rapid revision
 5. Infancy is Hazardous Period

1. Physically
2. Psychologically
6. Conditions that affect Parental Attitudes
toward the infant
Favorable and unfavorable maternal and paternal
attitudes
6. Postnatal Care
The amount of attention infants receives to ensure that
their need will be met satisfactorily and relatively
promptly
The amount of stimulation they receive from the time of
birth
The degree of confidence their parent, especially
mothers, have in meeting their needs
 Hazards of Infancy

1. Physical Hazards
2. Psychological Hazards
 1. Physical Hazards
Unfavorable Prenatal Environment – prolonged and
intense maternal stress, for example, may cause the
infant to be tense and nervous.
Difficult and Complicated Birth – frequently results in
temporary or permanent brain damage.
Multiple Birth – usually smaller and weaker than
singletons as a result of crowding during the prenatal
period.
 1. Physical Hazards
 Post maturity – hazardous only when the fetus becomes so
large that the birth requires the use of instruments or
surgery; may also experience neonatal adjustments problem
 Prematurity – causes more neonatal deaths than any other
conditions.
 Infant Mortality – the most critical times for death during
the period of infancy are the day of birth (2/3 of all neonatal
deaths occur) and second and third days of birth.
 2. Psychological Hazards
 Traditional Beliefs about Birth – difficult births are believed to result in
“difficult children”.
 Helplessness – it may be appealing while, to most, it is frightening.
Parents wonder of they are capable of assuming the care of their
newborn, and this, in turn, makes them nervous and anxious.
 Individuality of the Infant – to most adult, being difficult is interpreted
as being inferior.
 Developmental Lag – source of concern to parents and, as such,
affects the way they handle the infant’s needs.
 2. Psychological Hazards
 Plateau in Development – makes parents believe their infant is delicate and requires
extra care, attention and over protectiveness; weakens parents’ confidence in the
ability to assume full care of the infant; deprive the infant on one of the essentials of
development.
 New Parent Blues – states of depression among new parents.
 Unfavorable Attitudes of the Part of Significant People – as the birth draws nearer
and significant people become increasingly aware of the new responsibilities they will
have to face.
 Names – became hazardous only if they cause the children embarrassment or
sometimes even humiliation, if their friends think their names are “funny” or regard
them as sex inappropriate.
 Early
Childhood

Development

Ms. Kristin F. Baduya

 GUIDE QUESTIONS
• What is early childhood?
• What are the physical developments of early
childhood? Cognitive? Socio – emotional?
• How does these developments connected to each
other? In what way?
What is Early Childhood
Development?
 What is Early Childhood Development?

• Early childhood development refers to the many skills

and milestones that children are expected to reach by
the time they reach the age of five. These milestones
include learning how to run, how to talk using simple
sentences and how to play with others.
 What is Early Childhood Development?
• In most cases, this type of development occurs
naturally when parents and children spend time
playing, preparing dinner or looking at books together.
Preschools and Head Start programs provide activities
based on early childhood development guidelines. You
can also find toys and books for both children and
parents that promote developmental goals.
 What is Early Childhood Development?

• Early childhood is a time of remarkable physical,

cognitive, social and emotional development. Infants
enter the world with a limited range of skills and
abilities. Watching a child develop new motor, cognitive,
language and social skills is a source of wonder for
parents and caregivers.
PHYSICAL DEVELOPMENT
IN EARLY CHILDHOOD
 BODY GROWTH
A. Changes in Body Size and Proportions
1. On the average, 2 to 3 inches in height and about 5 pounds in
weight are added each year.
2. The child gradually becomes thinner; girls retain somewhat more
body fat, whereas boys are slightly more muscular.
3. Posture and balance improve, resulting in gains in motor
coordination.
4. Individual differences in body size are even more apparent
during early childhood than in infancy.
5. To determine if a child's atypical stature is a sign of a growth or
health problem, the child's ethnic heritage must be considered.
B. Skeletal Growths in which cartilage
1. Between ages 2 and 6, approximately 45 epiphyses, or
new growth center hardens into bone, emerge in various
parts of the skeleton.
2. X-rays permit doctors to estimate children's skeletal age,
the best available measure of progress toward physical
maturity.
3. By the end of the preschool years, children start to lose
their primary teeth.
4. Childhood tooth decay remains high, especially among
low-SES youngsters in the United States.
C. Asynchronies in Physical Growth
1. Physical growth is an asynchronous process: different
body systems have their own unique, carefully timed
patterns of maturation.
2. The general growth curve is a curve that represents
overall changes in body size-rapid growth during infancy,
slower gains in early and middle childhood, and rapid
growth once more during adolescence.
3. Exceptions to this trend are found in the development of
the reproductive and lymph systems.
 DEVELOPMENTAL MILESTONE
are abilities that most children are able to perform by a
certain age. During the first year of a child’s life,
physical milestones are centered on the infant learning
to master self-movement, hold objects and hand-to-
mouth coordination.
 From Birth to 3 Months
At this age, most babies begin to:
 Use rooting, sucking and grasping reflexes
 Slightly raise the head when lying on the stomach
 Hold head up for a few seconds with support
 Clench hands into fists
 Tug and pull on their own hands
 Repeat body movements
 From 3 to 6 Months
At this age, babies begin to develop greater agility and
strength. They also begin to:
Roll over
Pull their bodies forward
Pull themselves up by grasping the edge of the crib
Reach for and grasp object
Bring object they are holding to their mouths
Shake and play with objects
 From 6 to 9 Months
During this time, children become increasingly mobile.
They usually begin to:
Crawl
Grasp and pull object toward their own body
Transfer toys and objects from one hand to the other
From 9 to 12 Months Sit up unaided
In addition to the major Stand without assistance
milestones such as Walk without help
standing up and walking, Pick up and throw
children also begin to objects
develop more advanced Roll a ball
fine-motor skills. In this Pick up objects between
window of development, their thumb and one
most babies are able to: finger
 From 1 to 2 Years  Pick things up while standing
Children become up
increasingly independent  Walk backwards
and this age and tasks  Walk up and down stair without
assistance
requiring balance and  Move and sway to music
hand-eye coordination  Color or paint by moving the
begin to emerge. During entire arm
this stage of development,  Scribble with markers or
crayons
most children are able to:  Turn knobs and handles
 From 2 to 3 Years
Building on earlier skills,
children become
increasingly adept at
activities that require
coordination and speed.
From one to three years of
age, most kids begin to:
  Ride a tricycle
From 3 to 4 Years  Go down a slide without
Physical abilities become help
more advanced as  Throw and catch a ball
children develop better  Pull and steer toys
 Walk in a straight line
movement and balance  Build a tall towers with toy
skills. From age three to blocks
four, most kids begin to:  Manipulate clay into shapes
 Jump on one foot
Walk backwards
Do somersaults
From 4 to 5 Cut paper with safety
Years scissors
Print some letters
Copy shapes including
squares and crosses
The Cognitive
Development
in
Early
Childhood

Ms. Mary Rose B.

Alde
COGNITIVE DEVELOPMENT
IN EARLY CHILDHOOD
 PIAGET'S THEORY THE
PREOPERATIONAL STAGE
A. THE PREOPERARIONAL, PIAGET’S SECOND
STAGE, IS MARKED BY RAPID GROWTH IN
REPRESENTATIONAL, OR SYMBOLIC, MENTAL
ACTIVITY.

B. ADVANCES IN MENTRAL REPRESENTATION

1. Language is our most flexible means of mental
representation.
2. Piaget believed that sensorimotor activity provides
the foundation for language, just as it under lies
deferred imitation and make- believe play.
C. MAKE-BELIEVE PLAY
1. Make-believe play increases dramatically during
early childhood.
2. Piaget believed that through pretending, young
children practice and strengthen newly acquired
representational schemes.
DEVELOPMENT OF MAKE – BELIEVE PLAY
a) Over time, play becomes increasingly detached from the real-life
conditions associated with it.
b) Make-believe play gradually becomes less self-centered as children
realize that agents and recipients of pretend actions can be
independent of themselves.
c) Play also includes increasingly more complex scheme
combinations.
d) Sociodramatic play is the make-believe play with peers that first
appears around age 2 1/2 and increases rapidly until 4 to 5 years.
e) The emergence of sociodramatic play signals an awareness that
make-believe play is a representational activity.
 D. SPATIAL REPRESENTATION
1. Spatial understanding improves rapidly over the third year of
life. With this representational capacity, children realize that
a spatial symbol stands for a specific state of affairs in the
real world.
2. Insight into one type of symbol-real world relation, such as
that represented by a photograph, helps preschoolers
understand others, such as simple maps.
3. Providing children with many opportunities to learn about the
functions of diverse symbols, such as picture books, models,
maps, and drawings, enhances spatial representation.
 E. LIMITATIONS OF PREOPERATIONBAL THOUGHT

1. Piaget described preschool children in terms of what they

cannot, rather than can, understand. 2. Operations are mental
representations of actions that obey logical rules.

2. In the preoperational stage, children's thinking is rigid, limited

to one aspect of a situation at a time, and strongly influenced
by the way things appear at the moment
 E. LIMITATIONS OF PREOPERATIONBAL THOUGHT

3. Egocentric and animistic system Egocentrism is the inability

to distinguish the symbolic viewpoints of others from one's
own.

4. Animistic thinking is the belief that inanimate objects have

lifelike qualities, such as thoughts, wishes, feelings, and
intentions.
 E. LIMITATIONS OF PREOPERATIONBAL THOUGHT
5. Inability to Conserve.
 Conservation refers to the idea that certain physical characteristics of
objects remain the same, even when outward appearance changes.
6. Transductive Reasoning.
 Transductive reasoning is reasoning from one particular event to another
particular event, instead of from general to particular or particular to
general.
7. Lack of Hierarchical Classification.
 Hierarchical classification is the organization of objects into classes and
subclasses on the basis of similarities and differences between the
groups.
Socio – Emotional
Development
in Early Childhood

Mrs. Sugar Mai M.

Asuncion
 The Self

Initiative Versus Guilt

Self-Understanding
 INITIATIVE VS. GUILT
 Children use their perceptual, motor, cognitive, and language
skills to make things happen.
 The governor of initiative is conscience, as children begin to
hear the inner voice of self - observation.
 Initiative may bring rewards or punishment.
 Widespread disappointment leads to an unleashing of guilt that
lowers self-esteem.
 Leaving this stage with a sense of initiative rather than guilt
depends on parental responses to children’s self-initiated
activities.
 SELF-UNDERSTANDING
The child’s cognitive representation of self, the
substance and content of the child’s self conceptions.
Based on the various roles and membership
categories that define who they are.
In early childhood, children usually conceive of the self
in physical terms.
The active dimension is a central component of the
self, as children describe themselves in terms of such
activities as play
 EMOTIONAL DEVELOPMENT

Young Children’s Emotion Language and

Understanding
Self-Conscious Emotions
 YOUNG CHILDREN’S EMOTION LANGUAGE
AND UNDERSTANDING
 Important changes in emotional development are the increased
use of emotion language and the understanding of emotion.
 Between 2 and 3 years, children considerably increase the
number of terms they use to describe emotion.
 Children also begin to learn about the causes and consequences
of feelings.
 At 4 -5 years, children show an increased ability to reflect on
emotions and a growing awareness about controlling and
managing emotions to meet social standards.
 PARENTING STYLES

Authoritarian Parenting
Authoritative Parenting
Neglectful Parenting
Indulgent Parenting
 PEER RELATIONS
Peers - children of about the same age or maturity.
 The peer group provides a source of information and
comparison about the world outside the family.
 Children receive feedback on their abilities from peers.
 Good peer relations appear to be necessary for normal social
development.
 Children who are rejected by peers are at risk for depression.
 Aggressive children are at risk for many problems.
 Rationale
Ms. Edhanna Krisia P.
Banton